My scholarly work centres on Afro-Atlantic musical practices and adopts a multidisciplinary approach to examine how musical knowledge is acquired through enculturation, participatory, and embodied learning in community contexts, as well as the ways such knowledge is curricularly codified and systematised within institutional domains.
  
Positioned at the intersection of ethnomusicology, music cognition, and comparative music education, my research brings these academic fields into conversation by examining Afro-Atlantic practices – particularly Cuban learning ecologies. The study of musical practices in these settings remain under-documented, yet conceptually generative, and I explore how these musical practices can contribute to existing epistemological and pedagogical frameworks. 

From this perspective, my research interests extend to academic debates such as informal and formal learning, the co-constitution of music and movement, drawing on conceptual lenses from 4E cognitive science, situated learning, phenomenology, hermeneutics, and educational theories to frame and articulate the insights I develop from my observations of musical practices. 

Using a qualitative approach, my work integrates case-study design with ethnographic field research and associated data-collection instruments, enabling a close analysis of musical practice as both lived experience and situated cultural knowledge. 

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